Week 1 - Learning theory and e-learning
Identify the ideas that struck you as most important in
the video and the Edutopia reading. Consider the implications for your
classroom:
Rubenstein and Willis present
interesting commentary and research about how a learner’s brain can have an effect
on, and be affected by, learning. Rubenstein asserts that intelligence is not a fixed thing which cannot be
improved. Further, she maintains that while learners may struggle in one area,
this does not necessarily mean they will struggle in others. Connecting this
information to prior understandings about Gardner’s Multiple Intelligence
theory, strengthens my own emerging philosophy about the importance of using a
learner’s strengths to develop their skills and understanding in areas of
weakness.
While Rubenstein’s article
presented some fascinating information about the connections between learning
and changes to the brain, the comments made by readers of her article were
equally as thought-provoking. One ‘professor’ vilifies the information
presented in the article as a ‘baseless fad’; essentially referring to Multiple
Intelligence theory as science fiction due to its inability to produce ‘observable
evidence’. As teachers, I guess this theory will be put to the test as we get
to know our learners, and differentiate (or individualise) our planning to
ensure they are all given multiple opportunities to learn.
Willis’ explanations about how
learning impacts particular areas of the brain highlighted the importance of a
learning manager’s role in preparing students for learning new content; delivery
of content requiring learners to use multiple senses; and, possible student
reactions to learning and the reasons behind this. I particularly found the
section about the ‘fight, flight or freeze’ reactions interesting as it made me
consider past classroom experiences and the possible ‘triggers’ behind ‘behavioural incidents’. Was Johnny’s chair throwing tantrum actually a ‘fight’ response to
learning new content?
Consider the benefits that might be offered by using ICT
in your classrooms. Review briefly the major theories of learning, and
reflect on the shortcomings of the traditional classroom and curriculum in light
of the messages that have been delivered:
Effective use of ICT’s in
the classroom can provide students with learning experiences which are globalised,
relatable and connected to issues, people and places beyond the limitations of
a traditional pen and paper learning site. When engaging with communication
technologies and their programs, learners are able to; collaborate with a
diverse range of people by sharing, discussing and justifying ideas and
understandings using online platforms; engage with content using interactives;
develop understanding and skills in the safe, responsible and ethical use of
ICTs; and, explore the creation of products across a range of learning areas.
Traditional classrooms generally
present one dimensional, teacher-controlled learning experiences which are
typically supported by behaviourist learning theory; whereby, knowledge is
progressively transmitted to the learner who is motivated to learn through the
teacher’s use of positive and negative reinforcement. In contrast, cognitive
constructivism suggests that new learning occurs through individual discovery
and experience, and builds upon existing knowledge structures. Further, social
constructivist learning theory purports that learning in individuals occurs
through social interaction with others, as new knowledge is assimilated and
accommodated during collaborative participation.
When incorporating technology
into 21st century classrooms, teaching and learning can be
transformed into something which is connected, authentic, contextualised,
engaging, pertinent and creative. In order for this to occur, the ICTs selected
for use by learners and the learning manager should be appropriate, purposeful and
employed in safe and ethical ways.
